TO 
I16Q 


Detroit  Public  Schools 


Course  of 

in 
Machine  Shop  Practice 


DETROIT  PUBLIC  SCHOOLS 

Department  of  Instruction,  Teacher  Training 
and  Research 


COURSE  OF  STUDY 

IN 

MACHINE  SHOP  PRACTICE 

Intermediate  Schools 
Try-Out  Course 
Industrial  Course 


Published  by  the  Authority  of  the 

Board  of  Education 

City  of  Detroit 

1922 


12628,5 


\\c,o 
•34$ 

Course  of  Study  in  Machine  Shop  for  Intermediate  Schools 

Try  Out  Course  Time  per  week:  360  niin.    Course:  10  ivceks. 

Time  and  Equipment 

s, 

The  detailed  course  of  study  herein  outlined  has  been  designed 

for  use  in  the  eighth  grade  with  a  time  allotment  of  ten  weeks,  six 

)       sixty  minute  periods,  or  a  total  of  three  hundred  and  sixty  minutes 

per   week.     The   present   equipment   on    which   the   course   is   based 

consists  of: 

1(1  6-inch   Bench   Engine   Lathes  1    Power  Hack  Saw 

1    12-inch  Engine  Lathe  1    Muffle    Furnace 

1   Plain  Milling  Machine  2  Anvils 

1   Sensitive   Drill  12  4-inch   Vises 

1   Universal    Grinder  Individual    drawers     for    students 

1    Hench   Grinder 

Subject  Matter 

The  subject  matter  of  the  course  is  based  on 

1.  A  careful  and  comprehensive  analysis  of  machine  and  hand 
processes  or  essential  operations  involved. 

2.  A  study  of  types  of  work  that  can  be  done  with  the  present 
nv*  equipment  by  boys  of  adolescent  age. 

3.  A  study  of  the  psychological  needs,  interests  and  abilities  of 
boys  in  the  eighth  school  year  to  do  metal  work. 

Bench   work  is  listed  first,  for   convenience — not  with   the   idea 
that  it  should  be  taught  first.     Some  grouping  is  necessary  in  begin- 
ning classes  whereby  some  pupils  start  at  bench  work,  a  number  at 
machine  work,  and   others  assigned  various  other  duties.     For  this 
reason,  the  starting  point  in  the  outline  is   undetermined.     A  pupil 
j     may   begin    at  any   point.      The   instructor's   judgment   is    the   guide 
5-      in  this   matter. 

Aims  and  Standards 

The  aims  of  the  course  are 

1.     General 

a.  To  give  pupils  an  opportunity  to  try  themselves  out.  Instructors  must 
not  let  the  desire  to  make  a  fine  showing  of  hand  work  done  nor  the  ambition 
to  make  the  course  lead  up  too  rapidly  to  some  trade  or  ^technical  course,  over- 
shadow the  more  important  aim — that  the  pupil  find  his  fitness  or  unfitness  for 
the  kind  of  work  in  hand.  In  other  words,  the  aim  of  the  work  should  be  life 
experience,  not  skill.  Standards  of  workmanship  have  to  be  sacrificed  to  some 
extent  to  reach  this  larger  aim.  With  this  in  mind,  the  time  devoted  to  each 
unit  of  subject  matter  is  so  divided  that  upon  completion  of  the  course  the  pup'l 
has  become  somewhat  familiar  with  the  entire  equipment. 


DETROIT    PUBLIC    SCHOOLS 


b.  To  develop  intelligence,  insight,  initiative  and  thinking  power  in  con- 
nection with  this  life  experience.  This  means  that  care  should  be  taken  through- 
out the  course  to  avoid  against  exploiting  pupils  by  emphasizing  the  mere  doing 
or  making  of  things  regardless  of  whether  or  not  the  pupils  concerned  are  bene- 
fitted,  and  against  emphasizing  production  work  needed  rather  than  the  specific 
needs  and  interests  of  the  learners. 

2.     Specific 

The  specific  standards  to  be  attained  for  each  unit  of  subject  matter  given 
in  the  outline  are  reasonably  high,  yet  not  unattainable,  as  experience  has  proved. 

Methods 

The  general  plan  for  each  lesson  or  class  hour  formula  is : 

1.  Demonstrations  (15  or  20  minutes). 

Consider  three  or,  four  outstanding  features  needed  by  all  in 
class. 

a — High   points    for   all   in  class   are  considered, 
b — Leave   minor    details    for    individual    instruction. 

2.  Summarize  the  demonstration. 

a — Questions   and   answers. 

b— Quiz. 

c — Instructions   for  their  work. 

3.  Observe  class  as  a  whole  for  five  or  six  minutes  to  see  how 
they  react  upon  the  demonstration. 

a — Do  not  help  until  you  see  an  individual  will  not  find  his  way  out. 
b — Make  pupils  feel  the  specific  need  for  instruction. 

4.  Have  each  boy  plan  the  next  step  and  get  instructor's  ap- 
proval of  it. 

According  to  this  formula  a  fifteen  minute  beginners  lesson  on  files,  for  in- 
stance, would  cover — (1)  Length  (2)  Shape  (3)  Cut.  Upon  entering  the  room 
during  this  lesson  one  would  find  a  discussion  taking  place  somewhat  like  tin- 
following — Question:  How  is  the  length  of  a  file  measured?  Ans.  (1):  From 
one  end  to  the  other.  Question:  Where  do  you  think  it  is  measured  from?  (ask- 
ing another  pupil.)  Ans.  (2):  From  where  the  teeth  begin  to  the  end.  Question: 
Same1,  but  from  another  pupil.  Ans.  (3);  From  the  heel  to  the  point.  (Perhaps 
agreeing  with  answer  1  or  2). 

By  comparing  two  files  whose  tangs  differ  in  length,  and  explaining  why 
this  is  so,  it  is  made  clear  answer  (1)  is  wrong.  By  measuring  from  where  the 
teeth  begin  on  both  edges  of  a  flat  file  showjng  a  difference  in  length,  the  in- 
correctness of  answer  (2)  is  accounted  for.  This  naturally  leads  to  a  short 
discussion  of  why  teeth  are  made  at  angle.  The  correct  method  of  measuring 
files  is  by  this  time  quite  evident.  The  main  facts  regarding  the  other  two  points, 
shape  and  cut.  with  reference  to  files,  are  brought  out  in  the  same  manner. 

The  pupil  should  he  allowed  to  demonstrate  at  times.  If  he  has  had  the 
advantage  of  recent  experience  in  overcoming  a  particular  difficulty,  his  ex- 


MACHINE    SHOP    PRACTICE 


perience  is  a  valuable  basis  in  explaining  this  process  or  plan  of  operation  to  the 
class  and  in  stimulating  class  interest  and  desire  to  do  better  than  the  one 
demonstrating. 

Before  any  actual  work  is  begun,  projects  to  be  made  should  be  drawn  on 
the  blackboard  with  directions  for  each  step  developed  in  sequential  order  during 
the  first  lesson.  As  the  work  proceeds  fewer  directions  should  be  given  and  the 
pupil  thrown  more  and  more  on  his  own  initiative,  until  he  can  produce  satis- 
factory work  entirely  by  his  own  efforts.  His  notebook  should  contain  drawings 
of  all  required  work  in  addition  to  notes  on  lessons. 

During  the  working  period  it  is  advisable  to  get  the  part  of  the  class  doing 
the  same  type  of  work  together  before  a  blackboard,  machine,  bench  or  blue  print 
and  discuss  certain  phases  of  the  work  of  immediate  interest  growing  out  of  the 
processes  then  being  used,  or  demonstrate  the  next  step  or  operation  involved, 
to  the  group. 

Laboratory  Work 

Projects  listed  under  laboratory  work  in  the  outline  are  intended 
to  be  suggestive  but  have  been  selected  after  careful  study  and  ex- 
periment with  the  problem  of  finding  useful  projects  or  worth  while 
products  of  interest  to  boys,  and  still  containing  the  fundamental 
processes.  Only  those  with  immediate  usefulness  or  utilitarian  value 
in  the  home  or  school  have  been  included.  A  wide  enough  variety 
of  projects  is  listed  to  make  it  possible  for  each  pupil  to  have  a 
choice  as  to  what  he  shall  make  in  the  different  divisions  of  subject 
matter.  A  choice  within  the  same  kind  of  project  is  afforded  through 
having  a  variety  of  designs.  Extra  problems  are  also  included  for 
those  who  forge  ahead. 

As  the  principal  purpose  of  this  course  is  to  discover  aptitudes 
the  final  rating  of  the  student  should  indicate  his  ability  to  pursue 
successfully  this'  work  later  on  in  life  as  a  vocation.  Therefore  the 
qualities  considered  essential  for  purposes  of  grading  in  this  course 
are : — 

1.  Interest  in   the  work. 

(a)  Grasp    underlying    principles. 

2.  Ability  to 

(b)  Use  initiative  and  independence  in  carrying  out  directions. 

3.     Manual  ability  or  dexterity. 

In  order  that  pupils  have  as  much  opportunity  as  possible  to 
grade  themselves,  a  record  card  has  been  designed  for  the  purpose. 
The  card  is  kept  entirely  by  the  pupil  and  shows  his  progress  ac- 
cording to  the  sequential  list  of  operations  in  the  outline.  The  card 


DKTRO1T    PUBLIC    SCHOOLS 


also  shows  the  date  commenced  and  finished  in  addition  to  the  total 
hours  and  minutes  taken  to  complete  each  project.  This  information 
is  used  to  check  against  the  total  time  allowed  for  each  unit  of  sub- 
ject matter,  so  that  the  instructor  knows  when  to  advance  the  pupil 
to  the  next  unit.  The  cards  for  each  class  are  kept  in  book  form 
with  the  names  arranged  in  alphabetical  order. 


MACHINE    SHOP  /PRACTICE 


DETROIT  PUBLIC  SCHOOLS 

Student's  Progress  Record  Card Machine  Shop 

Name  Age 


Grade 

Hour 

No. 

2 
3 

Project 

Grade 

No. 

Project 

Grade 

No. 

1 
2 

Date 

Comm. 

Date 
Finish 

Total  Time 

Hrs. 

Win. 

11 

12 

3 

13 

4 

5 

4 

14 

6 
7 

5 

15 
16 

8 

9 

6 

10 

11 

7 

17 

12 

13 

8 

18 

14 

15 

9 
10 

19 

16 

17 

20 

18 

19 

20 

INSERT  TIME  DAILY 


1 

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1 

11 

21 

31 

2 

12 

22 

32 

3 

13 

23 

33 

4 

14 

24 

34 

5 

15 

25 

35 

6 

16 

26 

36 

7 

17 

27 

37 

8 

18 

28 

38 

9 

19 

29 

39 

10 

20 

30 

40 

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MACHINE    SHOP  /PRACTICE 13 

Course  Of  Study  In  Machine  Shop  For  Intermediate  Schools 

Industrial  Course.       Time  per  u'eck:  900  min.       Courses:  2  terms. 

I.      Time  and  Equipment 

The  following  detailed  course  of  study  is  designed  for  use  in  the 
ninth  grade  or  above  with  a  time  allotment  of  one  year  of  forty 
weeks,  three  sixty-minute  periods  per  day,  or  a  total  of  nine  hundred 
minutes  per  week.  The  equipment  on  which  the  course  is  based 
consists  of : — 

10  6-inch   Bench   Engine    Lathes  1    Power  Hack  Saw 

2  12-inch   Engine   Lathes  1   Muffle    Furnace 

2  Plain   Milling   Machines  2  Anvils 

1   Sensitive   Drill  12  4-inch  Vises 
1   Radial  Drill  Press  1     Arbor  Press 

1  Universal    Grinder  Individual      lockers     or     drawers      for 
1   Bench   Grinder  students. 

The  approximate  time  devoted  to  each  unit  of  subject  matter  is 
based  on  twenty-five  students  in  a  class ;  consequently  the  time  ele- 
ment will  vary  accordingly  as  this  number  is  increased  or  decreased. 

II.      Subject  Matter 

The  subject  matter  of  the  courses  is  based  on : 

(1)  A    careful    study    and    analysis    of    machine    and    hand    operations    and 
processes  to  determine  the  trade  technical  content. 

(2)  A  study  of  the  field  of  related  auxiliary  information   to  determine  the 
kind  and  quantity  of  topics  to  include  for  the  time  allotted. 

(3)  ,A  study  of  types  of  useful  or  usable   products   containing   fundamental 
processes   for  completion,  which  can   be  made   with   the  present   equipment   and   by 
boys  of  sixteen  years  of  age  or  over. 

(4)  A    study    of    the   psychological    needs,    interests    and    abilities-   of    pupils 
taking  this  course. 

An  effort  has  been  made  to  arrange  the  type  jobs  in  a  progressive 
order  with  reference  to  learning  difficulties.  No  progression  factors 
have  been  followed  in  the  arrangement  of  the  other  units,  bench 
work  being  listed  first  for  convenience — not  with  the  idea  in  mind 
it  should  be  taught  first.  Some  grouping  is  necessary  in  beginning 
classes  whereby  some  pupils  start  at  bench  work,  a  number  begin 
at  machine  work,  and  others  are  given  various  other  assignments. 


14  DETROIT     PUBLIC    SCHOOLS 

Consequently  the  starting  point  in  the  outline  is  undetermined.  A 
pupil  may  begin  at  any  point  unless  he  has  completed  the  try-out 
course  in  machine  shop  or  an  equivalent  course.  The  instructor's 
judgment  is  the  guide  in  this  matter. 

III.      Aims   and  Standards 

The  aims  of  the  course  are 

1.  General 

a.  To  give  the  pupil  a  preliminary  training  and  experience  which  will  help 
fit  him  for  efficient  service  in  industry.  (This  implies  the  pupil  has  chosen  this 
work  as  a  vocation,  with  his  parents',  guardian's  or  counselor's  advice  and  consent, 
and  that  he  is  willing  to  spend  a  years  time  in  preparation). 

b.     To  train  the  pupil  to  think  for  himself  and  apply  himself  intelligently. 

2.  Specific 

a.  The    specific    standards    or    objectives    to    be    obtained    for    each    unit    <>t~ 
subject  matter  and  for  each  type  job  are  listed  in  the  outline  in  column  two. 

IV.      Laboratory  Work 

In  choosing  projects  for  laboratory  work,  the  aim  has  been  to 
include  only  those  which  can  be  classified  as  useful  or  usable  pro- 
ducts. Each  one  when  completed  can  be  made  use  of  in  the  home, 
or  in  the  school  system  itself.  This  puts  the  shop  work  on  a  prac- 
tical basis  and  avoids  waste  resulting  from  throwing  or  giving  the 
finished  product  away. 

It  is  not  intended  that  the  student  should  complete  all  those 
listed.  The  purpose  of  listing  a  large  variety  for  each  unit  is  to  make 
allowance  for  individual  differences  in  manipulative  skill,  interests, 
speed,  etc.,  on  the  pupil's  part,  as  an  aid  to  the  instructor  in  the  mak- 
ing of  assignments.  The  projects  are  arranged  in  sequential  order 
with  reference  to  their  difficulty,  time  to  complete,  number  of  op- 
erations, etc. 

V.      Methods   of   Instruction 

Certain  general  principles  to  follow  in  conducting  class  lessons 
and  in  presenting  or  demonstrating  shop  processes  are  here  indicated : 

(1)      General  lesson  plan  or  class  hour  formula — 
a.     Demonstration   (one-fourth  to  one-third  of  total  class  time).     Consider 
three  or  four  outstanding  features  or  common  factors  pertaining  to  all  in  the  class. 

1.  High  points  for  all  in  class  are  considered. 

2.  Leave  minor  details   for  individual   instruction. 

b.  Summarize  the  demonstration. 

1.  Questions  and  answers. 

2.  Quiz. 

3.  Instructions   for  their  work. 


MACHINE    SHOP  '  PRACTICE 


c.  Observe   the   class   as   a   whole   for   five   or   six  minutes   to   see   how   they 
react  upon   the  demonstration. 

1.  Do  not  help  until  you  see  the   student  will  not  find  his  way  out. 

2.  Make   pupils    feel    the   specific   need    for   construction. 

d.  Have   each   boy   plan   the   next   step   and   get   your  approval   of    it.      (See 
"try-out    Course    of    Study    in    Machine    Shop    for    Intermediate    Schools"    for    a 
sample  lesson   involving  this   formula). 

(2)  Use  the  development  method    (project)   whenever  possible. 

(3)  Base  instruction  on  concrete  experiences. 

(4)  Proceed  from  the  concrete  to  the  abstract. 

(5)  Organize  shop  work  on  a  useful  or  productive  basis. 

(6)  Provide    for    a    complete    variety    of    experiences    for    each 
pupil.     Keep  him  on  a  special  process  only  until  degree  of  skill  de- 
veloped is  sufficient  to  warrant  advancement. 

(7)  Provide  for  individual  instruction  and  progression. 

a.  Group  instruction   to  present  common   factors  and   general   principles. 

b.  Individual    instruction    for   minor    details. 

(8)  Make  use  of  graphs,  charts,  catalogues,  diagrams,  cuts,  etc., 
for  illustrative  purposes. 

(9)  Make  all  work  from  blueprints. 

.  (10)  Present  the  trade  technical  or  auxiliary  information  at  or 
as  near  the  time  as  possible  when  the  student  is  doing  the  work 
specified  for  that  particular  unit. 

VI.      Grad.'ng   and   Records    of   Work 

Since  this  course  is  intended  to  give  training  for  a  definite  vo- 
cation, the  teacher  in  marking  students,  should  consider  the  following 
abilities  in  the  order  named : 

1.  Workmanship 

a.  Accuracy. 

b.  Rapidity  of  work. 

2.  Ability  to 

a.  Use  initiative  and  independence   in  carrying  out  directions. 

b.  Grasp   underlying   principles. 

It  is  intended  that  each  student  keep  a  careful  daily  record  of 
his  work  and  progress  by  means  of  the  student's  record  card.  This 
eliminates  guess  work  from  the  grading  system  and  throws  the  re- 
sponsibility on  the  student  in  that  he  determines  his  own  grade.  The 
time  record  feature  of  the  card  is  of  valuable  help  to  the  instructor 
in  determining  when  to  advance  the  student  to  the  next  unit  of  sub- 
ject matter.  A  helpful  method  of  keeping  the  cards  is  to  arrange 
them  in  alphabetical  order  and  keep  them  in  book  form. 


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